A disciplina história da matemática na formação inicial: uma perspectiva para a formação humana dos futuros professores de matemática

• Ano de defesa: 2019
• Autor(a) principal: Fransolin, Janine Barbosa Lima
• Orientador(a): Souza, Roberto Barcelos
• Banca de defesa: Ribeiro, José Pedro Machado, Oliveira, Cristiane Coppe de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Educação matemática; História da matemática; Formação inicial de professores; Ensino de matemática; Formação humana
• Palavras-chave em Inglês: Mathematics education; History of mathematics; Initial teacher education; Mathematics teaching; Human formation
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/10190

This dissertation is the result of a critical-reflexive deepening amid the concerns that are represented by the central research question: what are the possibilities and limits of the History of Mathematics (HM) discipline for human formation of future Mathematics teachers, current undergraduate students of Mathematics at the State University of Goiás (UEG), campus of Quirinópolis (GO)? The objective of the research is to rethink the discipline and the contributions of History of Mathematics to the initial teachers education, considering the approximation between HM and the teaching for human formation of future teachers. For this, we seek to know HM as a curriculum component and its teaching methodological assumptions. Provided with this analysis, we designed and developed a HM course to elucidate contributions to the pedagogical practice of future teachers. The course dealt with contradictory conceptions of the HM and its implications for teaching, aiming at the theoretical and practical education of future teachers, besides constituting elements to rethink HM and motivate new strategies to enhance the teaching of Mathematics. In this context, a qualitative approach was adopted in this research, in the strand of the participant observation, for a critical-reflexive analysis with the undergraduate students of the UEG Mathematics course, campus of Quirinópolis (GO). This perspective allowed us to interpret that discipline History of Mathematics, in the process of Initial Mathematics Teachers Education, is an important component for human formation, when it dialogues as a possibility of theoretical and methodological contribution to the Mathematics teaching.